Computer-based language immersion teaching for young learners

ABSTRACT

Disclosed herein, in certain embodiments, are computer-based language immersion teaching systems, products, programs, and methods for learners aged about 3 to about 10 years comprising a digital processing device and a computer program that creates a language immersion teaching environment, wherein said environment comprises a plurality of learning activities associated with a target language, and wherein said plurality of activities comprises: at least one learning activity based on a taxonomy of phonemes; at least one learning activity selected from: songs, chants, books, poems, puzzles, games, art activities, and printable activities; voiceover audio in said target language; and a software module for recording said learner&#39;s pronunciation and comparing it to one or more model pronunciations.

CROSS REFERENCE TO RELATED APPLICATIONS

This application is a continuation of U.S. application Ser. No.13/301,660, filed Nov. 21, 2011, which is hereby incorporated byreference in its entirety.

BACKGROUND OF THE INVENTION

Interest in and support for language study has strengthened in recentyears due to the growing recognition that proficiency in more than onelanguage benefits both individual learners and society. For theindividual language learner, research has found a positive link betweensecond language proficiency and cognitive and academic ability. Inaddition to developing a lifelong ability to communicate with peoplefrom other countries and backgrounds, individual benefits includeimproved overall school performance, superior problem-solving skills,and enhanced creativity and cognitive flexibility. Bamford, K. W., etal. (1991). Additive-bilingual (immersion) education: Cognitive andlanguage development. Language Learning, 41:413-429; Hakuta, K. (1986).Mirror of language. New York: Basic Books.

From a societal perspective, a multilingual workforce enhances economiccompetitiveness and promotes tolerance and intercultural awareness.Americans fluent in other languages improve global communication andenhance U.S. economic competitiveness abroad. Center for AppliedLinguistics (2004): Why, How, and When Should My Child Learn a SecondLanguage?, available athttp://www.cal.org/resources/pubs/whyhowwhen_brochure.pdf. As a result,students of foreign languages often have better career opportunities.This is especially true for those learning English as an additional orforeign language. While English is the third most natively spokenlanguage in the world, after Mandarin Chinese and Spanish, English hasbecome the leading language of international discourse, includingbusiness and scientific discourse, and has acquired use as lingua francain many regions. Crystal, D. (1997). English as a Global Language.Cambridge: Cambridge University Press; Wardhaugh, R. (2006). Anintroduction to sociolinguistics. Wiley-Blackwell.

SUMMARY OF THE INVENTION

Learning a language at any age is beneficial; however, many studiesindicate that young learners are more open to linguistic development andare more likely to develop pronunciation similar to native speakers.Newport, E. L. (2004). Maturational constraints on language learning.Cognitive Science, 14(1):11-28. For young learners, engagement, or thedegree of involvement, contribution, and ownership that an individualhas with regard to an experience, is critical to success. The moreengaged a young learner is with a learning activity, the more likelyhe/she is to assimilate the activity's educational content. An effectivelanguage immersion teaching environment for young learners shouldinclude features designed to engage children at a high level, includingdifferent types of activities, such as songs, chants, books, poems,puzzles, games, art activities, and printable activities, which offervariety and support a wide range of learning styles.

Phonemes are the abstract units of a language that correspond to a setof similar speech sounds which are perceived to be a single distinctivesound in the language. Awareness of the phonemes of a new language,their sounds, and their use in constructing and deconstructing words arethe base skills required for learning first (e.g., native) andadditional (e.g., second, additional, or foreign) languages. Therefore,an effective language immersion teaching environment for young learnersshould introduce the phonemes of a target language and offer anorganization, such as a taxonomy, to help learners access, navigate, andremember the phonemes. Moreover, an effective language immersionteaching environment for young learners should focus on the sounds ofphonemes and provide practice recognizing the phonemes and their soundswithin the beginning, middle, and end of words, and joining the soundsto form words as well as breaking words down into phonemes.Additionally, an effective language immersion teaching environment foryoung learners should provide voiceover audio in a target language todemonstrate the phonemes and their proper pronunciation and shouldprovide practice pronouncing phonemes and words in a way that allowslearners to compare their pronunciations to model pronunciations by anative speaker.

Technology is an increasingly influential factor in education and offersnew opportunities to create powerful learning tools. Multimediatechnology provides new ways to engage students, such as through thecreation of an interactive language immersion teaching environment. Insuch an environment, learners can enjoy flexibility to choose from amongdiverse learning activities. This helps to address multiple learningstyles, as well as keep the learning experience engaging. Multimediatechnology also provides new ways to model phonemes, phonemes in thecontext of words, vocabulary, sentence structures, and commonconversational patterns as well as new ways to facilitate learnerpractice and evaluation, such as voice recording. Despite thesepotentials, current computer-based language immersion teachingenvironments do not include all of the features necessary to effectivelyengage children; especially young children aged about 3 to about 10.Moreover, current computer-based environments do not provide adequatefocus on the phonemes of a target language. Specifically, they do notoffer engaging learning activities based on a taxonomy of phonemes,where the phonemes are modeled, alone and in the context of words, byvoiceover audio, with opportunity for learners to evaluate their ownpronunciations.

Disclosed herein, in certain embodiments, are computer-based languageimmersion teaching systems for learners aged about 3 to about 10 yearscomprising: a digital processing device that is optionally connected toa computer network, wherein said processing device comprises anoperating system configured to perform executable instructions; and acomputer program, provided to said digital processing device, includingexecutable instructions that create a language immersion teachingenvironment, wherein said environment comprises a plurality of learningactivities associated with a target language; wherein said plurality ofactivities comprises: at least one learning activity based on a taxonomyof phonemes; at least one learning activity selected from: songs,chants, books, poems, puzzles, games, art activities, and printableactivities; voiceover audio in said target language; and a softwaremodule for recording said learner's pronunciation and comparing it toone or more model pronunciations. In some embodiments, the learningactivities are organized according to an instructional plan based on ataxonomy of phonemes of said target language, wherein said instructionalplan is designed to accomplish one or more specific educationalobjectives in said target language. In further embodiments, saidorganization creates a progression of educational objectives comprisingteaching phoneme sounds, phoneme sounds in the context of the beginning,middle, and end of words, word families, vocabulary in the context ofenvironments or themes, sentence structures, and common conversationalpatterns. In some embodiments, the taxonomy of phonemes includesphonemes represented by a single letter and phonemes represented by oneor more combinations of letters. In some embodiments, the taxonomy ofphonemes includes phonemes represented by an image. In some embodiments,the plurality of learning activities includes activities designed toaccomplish one or more educational objectives related to: teachingsounds of phonemes and teaching phonemes in the context of thebeginning, middle, and end of words; teaching one or more word families;teaching vocabulary in the context of a particular environment or theme;teaching sentence structures; and teaching common conversationalpatterns. In some embodiments, the software module for recording saidlearner's pronunciation and comparing it to one or more modelpronunciations is configured to provide visual feedback in the form ofwaveform analysis and/or a pronunciation score. In some embodiments, thesystem further comprises a software module for translation of voiceoverand/or text from said target language to a specified language. Infurther embodiments, the software module for translation of voiceoverand/or text is adapted to facilitate said mentor in furthering theeducational development of said learner. In still further embodiments,access to the software module for providing translation of voiceoverand/or text is regulated by said mentor. In still further embodiments,the specified language is selected by said mentor. In some embodiments,the system further comprises a software module for monitoring theprogress of each said learner, wherein said module reports one or moreof: activities completed, educational objectives achieved, and progresswithin the overall instructional plan. In some embodiments, the targetlanguage is one or more of: English, Spanish, Italian, Portuguese,French, Dutch, Polish, German, Russian, Ukrainian, Mandarin, Wu,Cantonese, Hindi, Punjabi, Bengali, Marathi, Urdu, Arabic, Turkish,Tamil, Farsi, Japanese, Korean, Vietnamese, Thai, Burmese, Malay,Telugu, Javanese, and Tagalog. In further embodiments, the targetlanguage is English.

Also disclosed herein, in certain embodiments, are computer readablemedia encoded with a computer program including instructions executableby the operating system of a digital processing device, wherein saidinstructions create a language immersion teaching environment forlearners aged about 3 to about 10 years, wherein said environmentcomprises a plurality of learning activities associated with a targetlanguage; wherein said plurality of activities comprises: at least onelearning activity based on a taxonomy of phonemes; at least one learningactivity selected from: songs, chants, books, poems, puzzles, games, artactivities, and printable activities; voiceover audio in said targetlanguage; and a software module for recording said learner'spronunciation and comparing it to one or more model pronunciations. Insome embodiments, the target language is one or more of: English,Spanish, Italian, Portuguese, French, Dutch, Polish, German, Russian,Ukrainian, Mandarin, Wu, Cantonese, Hindi, Punjabi, Bengali, Marathi,Urdu, Arabic, Turkish, Tamil, Farsi, Japanese, Korean, Vietnamese, Thai,Burmese, Malay, Telugu, Javanese, and Tagalog. In further embodiments,the target language is English.

Also disclosed herein, in certain embodiments, are computer-implementedlanguage immersion teaching methods for learners aged about 3 to about10 years comprising the step of providing executable instructions to adigital processing device comprising an operating system configured toperform executable instructions, to create a language immersion teachingenvironment, wherein said environment comprises: a plurality of learningactivities associated with a target language, wherein at least onelearning activity is based on a taxonomy of phonemes, wherein at leastone learning activity selected from: songs, chants, books, poems,puzzles, games, art activities, and printable activities; aninstructional plan organizing said activities, wherein said organizationcreates a progression of educational objectives comprising teachingphoneme sounds, phonemes in the context of the beginning, middle, andend of words, word families, vocabulary in the context of environmentsor themes, sentence structures, and common conversational patterns;voiceover audio in said target language; and a software module forrecording said learner's pronunciation and comparing it to one or moremodel pronunciations. In some embodiments, the target language is one ormore of: English, Spanish, Italian, Portuguese, French, Dutch, Polish,German, Russian, Ukrainian, Mandarin, Wu, Cantonese, Hindi, Punjabi,Bengali, Marathi, Urdu, Arabic, Turkish, Tamil, Farsi, Japanese, Korean,Vietnamese, Thai, Burmese, Malay, Telugu, Javanese, and Tagalog. Infurther embodiments, the target language is English.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 shows a non-limiting example of a language immersion teachingenvironment; in this case, an environment representing the metaphor of aclassroom and providing access to a plurality of learning activitiesassociated with a target language.

FIG. 2 shows a non-limiting example of a progression of educationalobjectives; in this case, a progression comprising teaching phonemesounds, phoneme sounds in the context of the beginning, middle, and endof words, word families, and vocabulary in the context of environmentsor themes.

FIG. 3 shows a non-limiting example of a taxonomy of phonemes; in thiscase, a taxonomy of phonemes in the English language including phonemesrepresented by a letter.

FIG. 4 shows a non-limiting example of a taxonomy of phonemes; in thiscase, a taxonomy of phonemes in the English language including phonemesrepresented by an image.

FIG. 5 shows a non-limiting example of a learning activity based on ataxonomy of phonemes; in this case, a learning activity designed toaccomplish an educational objective related to teaching the sound of aphoneme in the context of the beginning of a word.

FIG. 6 shows a non-limiting example of a menu of learning activitiesassociated with a target language; in this case, learning activitiesbased on a taxonomy of phonemes and including books, art activities,puzzles, and games.

FIG. 7 shows a non-limiting example of a learning activity based on ataxonomy of phonemes; in this case, a book designed to accomplish aneducational objective related to teaching the sound of a phoneme in thecontext of the beginning of a word.

FIG. 8 shows a non-limiting example of a menu of learning activitiesassociated with a target language; in this case, learning activitiesbased on a taxonomy of phonemes and designed to accomplish educationalobjectives related to teaching word families in the English language.

FIG. 9 shows a non-limiting example of a learning activity; in thiscase, a learning activity designed to accomplish an educationalobjective related to teaching vocabulary in the context of a kitchenenvironment.

FIG. 10 shows a non-limiting example of a menu of learning activities;in this case, learning activities designed to accomplish an educationalobjective related to teaching vocabulary in the context of a familytheme.

FIG. 11 shows a non-limiting example of a software module for recordingand comparing pronunciations to model pronunciations; in this case, asoftware module including a visual voice or audio indicator and playbuttons for recorded audio as well as model phoneme pronunciations andmodel word pronunciations.

FIG. 12 shows a non-limiting example of a software module fortranslation of voiceover; in this case, a software module for writtenand voiced translation of English voiceover in a learning activity toMandarin Chinese.

FIG. 13 shows a non-limiting example of a software module fortranslation of voiceover; in this case, a software module for writtenand voiced translation of voiceover, which includes full-lengthtranslations revealed by interacting with an icon or a truncatedtranslation.

FIG. 14 shows a non-limiting example of a software module fortranslation of voiceover; in this case, a software module for writtenand voiced translation of voiceover, which maintains a running list ofrecent voiceovers.

FIG. 15 shows a non-limiting example of a navigational menu foraccessing a software module for monitoring the progress of a learner; inthis case, a menu for accessing reports on a learner's progress toward aplurality of categories of learning objectives.

FIG. 16 shows a non-limiting example of a software module for monitoringthe progress of a learner; in this case, a module reporting informationabout a learner's progress toward one category of learning objectives(e.g., the English alphabet). The software module displays a title andan icon for each learning activity associated with the category oflearning objectives. The module also reports information regarding whichactivities have been completed by a learner (as indicated by a star) andhow many times each has been completed (as indicated by a number).

DETAILED DESCRIPTION OF THE INVENTION

Existing computer-based language immersion teaching environments fail toadequately engage young learners with educational content and fail toadequately model the phonemes of target languages and organizeactivities around phonemes. Thus, a primary objective of the systems,products, programs, and methods for language immersion teachingdescribed herein is to create a language teaching environment thatengages young learners with diverse learning activities that support awide range of learning styles and employ learning modes frequently atplay in native language acquisition. Another objective of the systems,products, programs, and methods disclosed herein is to offer anorganization, such as a taxonomy, to help learners access, navigate, andremember the phonemes of a target language. Yet another objective of thesystems, products, programs, and methods disclosed herein is to providea rich variety of learning activities that are based on a taxonomy ofphonemes. Yet another objective is to provide voiceover audio in atarget language to demonstrate the phonemes and their properpronunciation and provide practice pronouncing phonemes and words in away that allows learners to compare their pronunciations to modelpronunciations by a native speaker.

Disclosed herein, in various embodiments, are computer-based languageimmersion teaching systems for learners aged about 3 to about 10 yearscomprising: a digital processing device that is optionally connected toa computer network, wherein said processing device comprises anoperating system configured to perform executable instructions; and acomputer program, provided to said digital processing device, includingexecutable instructions that create a language immersion teachingenvironment, wherein said environment comprises a plurality of learningactivities associated with a target language; wherein said plurality ofactivities comprises: at least one learning activity based on a taxonomyof phonemes; at least one learning activity selected from: songs,chants, books, poems, puzzles, games, art activities, and printableactivities; voiceover audio in said target language; and a softwaremodule for recording said learner's pronunciation and comparing it toone or more model pronunciations.

Also disclosed herein, in various embodiments, are computer readablemedia encoded with a computer program including instructions executableby the operating system of a digital processing device, wherein saidinstructions create a language immersion teaching environment forlearners aged about 3 to about 10 years, wherein said environmentcomprises a plurality of learning activities associated with a targetlanguage; wherein said plurality of activities comprises: at least onelearning activity based on a taxonomy of phonemes; at least one learningactivity selected from: songs, chants, books, poems, puzzles, games, artactivities, and printable activities; voiceover audio in said targetlanguage; and a software module for recording said learner'spronunciation and comparing it to one or more model pronunciations.

Also disclosed herein, in various embodiments, are computer-implementedlanguage immersion teaching methods for learners aged about 3 to about10 years comprising the step of providing executable instructions to adigital processing device comprising an operating system configured toperform executable instructions, to create a language immersion teachingenvironment, wherein said environment comprises: a plurality of learningactivities associated with a target language, wherein at least onelearning activity is based on a taxonomy of phonemes, wherein at leastone learning activity is selected from: songs, chants, books, poems,puzzles, games, art activities, and printable activities; aninstructional plan organizing said activities, wherein said organizationcreates a progression of educational objectives comprising teachingphoneme sounds, phonemes in the context of the beginning, middle, andend of words, word families, vocabulary in the context of environmentsor themes, sentence structures, and common conversational patterns;voiceover audio in said target language; and a software module forrecording said learner's pronunciation and comparing it to one or moremodel pronunciations.

Various Definitions

The term “age,” as used herein, refers to the length of time that aperson has lived and also serves as an expression of a person'smaturational progress in terms of emotional functioning, socialfunctioning, psychological functioning, mental functioning, cognitivefunctioning, and motor skills.

The term “learners aged about 3 to about 10 years,” as used herein,refers to a person who interacts with an educational system for thepurpose of gaining knowledge, insight, or understanding of one or moretarget languages or by virtue of having been allowed, asked, or assignedto interact with an educational system, wherein the person is aged about3, 4, 5, 6, 7, 8, 9, or 10 years or possesses emotional, social,psychological, mental, or cognitive functioning comparable to a personso aged.

The term “mentor,” as used herein, refers to a person who has aninterest in, or responsibility for, facilitating or furthering theeducational development of a learner and includes, by way ofnon-limiting examples, a parent, step-parent, adoptive parent, fosterparent, grandparent, guardian, relative, friend, guide, tutor,instructor, teacher, or professor, of a learner.

As used herein, “target language” means a native, first, second,additional, or foreign language that a learner desires to learn or hasbeen allowed, asked, or assigned to learn for any reason.

As used herein, “immersion” is a method of teaching a target language inwhich the target language is optionally used for instruction,correction, encouragement, and/or navigation as well as for the contentof subject material. Immersion uses the target language as a teachingtool, optionally and variably surrounding or “immersing” learners in thetarget language.

As used herein, “taxonomy” means a particular classification ororganization of a plurality of elements. Taxonomies may arrange elementsinto groups and may arrange elements or groups in a hierarchicalstructure (e.g., groups and subgroups). Taxonomies may be comprehensive,classifying all elements within the subject matter, or may be partial,only classifying a portion of the elements within the subject matter.

As used herein, “phoneme” means any of the abstract units of a languagethat correspond to a set of similar speech sounds which are perceived tobe a single distinctive sound in the language.

The term “instructional designer,” as used herein, refers to any personwho designs and/or evaluates learning activities, and grouped sequencesof activities, that are elements of an educational system.

The term “instructional plan,” as used herein, refers to a plan,conceived by an instructional designer or a mentor to a learner,designed to accomplish one or more specific educational objectivesthrough the mutual reinforcement of individual learning activities.

The term “standalone application,” as used herein, refers to a programthat is run as an independent computer process, not an add-on to anexisting process. Standalone applications are often compiled andexecutable.

Language Immersion Teaching Environment

The systems, products, programs, and methods for language immersionteaching disclosed herein include a language immersion teachingenvironment. In some embodiments, a language immersion teachingenvironment includes a graphic user interface (GUI) that represents ametaphor suitable for language learning. In a particular embodiment, themetaphor is a classroom (see e.g., FIG. 1). In some embodiments, theenvironment further includes a plurality of learning activitiesassociated with a target language. The learning activities areappropriate for language learners aged about 3 to about 10 years and atleast one activity is a song, chant, book, poem, puzzle, game, artactivity, or printable activity. In further embodiments, the content ofone or more learning activities is based on a taxonomy of phonemes inthe target language. In some embodiments, the learning activitiesinclude voiceover audio in the target language. In some embodiments, thelearning activities further include a software module for providingvoiceover audio. In some embodiments, the learning activities furtherinclude a software module for recording a learner's pronunciation ofphonemes, words, sentences, and conversations in the target language andcomparing them to one or more model pronunciations. Referring to FIG. 1,in a particular embodiment, the GUI of the language immersion teachingenvironment provides access to a plurality of learning activitiesappropriate for language learners aged about 3 to about 10 years thatinclude voiceover audio in the target language.

In a particular embodiment, the taxonomy of phonemes is designed to helplearners access, navigate, and remember the phonemes of a targetlanguage. In a further embodiment, the learning activities are selectedto engage language learners aged about 3 to about 10 years and at leastone of the activities is based on the taxonomy of phonemes. In a furtherembodiment, the voiceover audio is designed to model the sounds ofphonemes, words, sentences, and conversations in the target language andthe software module for recording a learner's pronunciations comparingthem to model pronunciations is designed to provide the learner withopportunities for practice and evaluation.

In some embodiments, the language immersion teaching environments areintranet-based. In some embodiments, the language immersion teachingenvironments are Internet-based. In further embodiments, theenvironments are World Wide Web-based. In still further embodiments, theenvironments are cloud computing-based. In other embodiments, theenvironments are based on data storage devices including, by way ofnon-limiting examples, CD-ROMs, DVDs, flash memory devices, magneticdisk drives, and optical disk drives.

Learning Activities

The systems, products, programs, and methods described herein include aplurality of learning activities. In some embodiments, the learningactivities are appropriate for learners aged about 3 to about 10 yearsand include, by way of non-limiting examples, songs, chants, books,poems, puzzles, games, art activities, and printable activities. FIG. 6illustrates a non-limiting example of a menu providing access toappropriate learning activities. FIG. 7 shows a non-limiting example ofa book activity based on a taxonomy of phonemes that is depicteddemonstrating the English phoneme /a/ by presenting a letterrepresenting the phoneme, an image representing associated with thephoneme, the phoneme in the context of the word “apple,” and a voicedmodel pronunciation of the phoneme and the word.

In some embodiments, the plurality of activities is organized accordingto an instructional plan designed to accomplish one or more educationalobjectives in a target language through the mutual reinforcement ofindividual activities. In further embodiments, an instructional planinterconnects two or more activities associated with a subject in such away that understanding is built progressively with one or moreactivities adding to the educational messages of one or more previousactivities. In some embodiments, an instructional designer constructs aninstructional plan. In other embodiments, a mentor to a learnerconstructs an instructional plan. In other embodiments, a softwaremodule constructs an instructional plan according to the requirements ofone or more published educational standards.

In some embodiments, the content of the learning activities is based ona taxonomy of phonemes in a target language. In some embodiments, theinstructional plan is based on a taxonomy of phonemes in a targetlanguage. In further embodiments, the instructional plan comprises aprogression of educational objectives including teaching phoneme sounds,phoneme sounds in the context of the beginning, middle, and end ofwords, word families, vocabulary in the context of environments orthemes, sentence structures, and common conversational patterns. In someembodiments, the plurality of activities includes activities designed toaccomplish one or more educational objectives related to teaching soundsof phonemes and teaching phonemes in the context of the beginning,middle, and end of words. In some embodiments, the plurality ofactivities includes activities designed to accomplish one or moreeducational objectives related to teaching one or more word families. Insome embodiments, the plurality of activities includes activitiesdesigned to accomplish one or more educational objectives related toteaching vocabulary in the context of a particular environment or theme.In some embodiments, the plurality of activities includes activitiesdesigned to accomplish one or more educational objectives related toteaching sentence structures and common conversational patterns.

FIG. 2 illustrates an example of a menu providing access to learningactivities organized according to an instructional plan that creates aprogression of educational objectives including, teaching phonemesounds, phoneme sounds in the context of the beginning, middle, and endof words, word families, and vocabulary in the context of environmentsor themes. FIGS. 5, 8, 9, and 10 present non-limiting examples oflearning activities or menus providing access to activities that teachtoward objectives in such a progression. FIG. 5 shows a particularnon-limiting example of a learning activity based on a taxonomy ofphonemes and designed to demonstrate the English phoneme /a/ bypresenting a letter representing the phoneme, an image associated withthe phoneme, the phoneme in the context of the beginning of the word“apple,” and a voiced model pronunciation of the phoneme and the word.FIG. 8 shows a particular non-limiting example of a menu providingaccess to learning activities based on a taxonomy of phonemes anddesigned to accomplish educational objectives related to teaching wordfamilies in the English language. FIG. 9 shows a particular non-limitingexample of a learning activity designed to accomplish an educationalobjective related to teaching vocabulary in the context of a kitchenenvironment. FIG. 10 shows a particular non-limiting example of a menuof learning activities designed to accomplish an educational objectiverelated to teaching vocabulary in the context of a family theme.

In various embodiments, an instructional plan addresses, by way ofnon-limiting examples, a lesson, a learning unit, and a level of study.In some embodiments, an instructional plan addresses a lesson, which isone or more learning activities that teach toward a specific educationalobjective or a specific element of a published educational standard. Insome embodiments, an instructional plan addresses a learning unit, whichis one or more lessons that teach toward a general educational objectiveor a general element of a published educational standard. In someembodiments, an instructional plan addresses a level of study, which isone or more learning units that teach toward a plurality of generaleducational objectives or an overarching element of a publishededucational standard.

In some embodiments, learning activities include visual and audiocontent, for example, text, images, video, audio, motion, interactivity,and animation. In further embodiments, interactive content allows alearner to interact with the learning activity through text, hyperlinks,graphical icons and other visual elements, manipulation of graphicalelements, auditory elements, and motion elements. In view of thedisclosure provided herein, learning activities are created bytechniques known to those of skill in the art using machines, software,and languages known to the art. Those of skill in the art will recognizethat several digital multimedia formats are suitable including, by wayof non-limiting examples, Flash®, QuickTime®, Real Media®, WindowsMedia®, Silverlight®, Java™, HTML 5, XHTML 5, Unity®, Audio VideoInterleave (AVI), and Moving Pictures Expert Group (MPEG).

Target Language

The systems, products, programs, and methods described herein include aplurality of learning activities associated with a target language. Insome embodiments, a target language is a language that a learner desiresto learn or has been allowed, asked, or assigned to learn. In furtherembodiments, a target language is the native or first language of alearner. In other embodiments, a target language is a second,additional, or foreign language. In various embodiments, the targetlanguage is, by way of non-limiting examples, English, Spanish, Italian,Portuguese, French, Dutch, Polish, German, Russian, Ukrainian, Mandarin,Wu, Cantonese, Hindi, Punjabi, Bengali, Marathi, Urdu, Arabic, Turkish,Tamil, Farsi, Japanese, Korean, Vietnamese, Thai, Burmese, Malay,Telugu, Javanese, and Tagalog. Suitable target languages include thosethat are new to a learner, those with which the learner has somefamiliarity, those with which a learner has proficiency, and those inwhich a learner is fluent, but is motivated to refine their languageskills.

In some embodiments, the learning activities described herein include,by way of non-limiting examples, text, images, video, audio, motion,interactivity, and animation in the target language. In furtherembodiments, audio includes voiceover audio in the target language. Insome embodiments, text, images, video, audio, motion, interactivity, andanimation in the target language are used for content of the subjectmaterial. In some embodiments, text, images, video, audio, motion,interactivity, and animation in the target language are used for, by wayof non-limiting examples, instruction, correction, encouragement, andnavigation.

Taxonomy of Phonemes

The systems, products, programs, and methods described herein include aplurality of learning activities associated with a target languageincluding at least one learning activity based on a taxonomy ofphonemes. In light of the disclosure provided herein, those of skill inthe art will recognize that a phoneme is any of the abstract units of alanguage that correspond to a set of similar speech sounds which areperceived to be a single distinctive sound in the language. Those ofskill in the art will further recognize that in transcription, phonemesare often written between slashes. Thus, a phoneme is a sound or a groupof slightly different sounds which are perceived to have the samefunction by speakers of a language. Changing a phoneme within a wordoften changes the meaning of the word to speakers of a language. In somelanguages, there is a strong match between individual letters andphonemes. In other languages, there is a weaker match between individualletters and phonemes. For example, in English the letters “c” and “k”can represent the same phoneme as in /c/ar/ and /k/ar/t/. Moreover,changing this phoneme to a different phoneme, in many cases, changes themeaning of the word, for example, /p/ar/ or /p/ar/t/. Words of alanguage are constructed of phonemes and those proficient with alanguage recognize phonemes at the beginning, middle, and end of words.For example, in English, the phoneme /m/, represented by the letter “m,”is recognized by English speakers at the beginning of /m/a/p/, in themiddle of /k/a/m/er/u/, and the end of /h/a/m/. Word families are formedby words that share one, two, or several common phonemes or by wordsthat differ by one, two, or a limited number of phonemes.

The taxonomy of phonemes of the present invention is a particularclassification or organization of phonemes of a target language. In someembodiments, the taxonomy organizes phonemes into groups. In furtherembodiments, groups of phonemes are hierarchical, for example, ataxonomy that organizes phonemes into one or more subgroups within oneor more groups. In other embodiments, groups of phonemes arenon-hierarchical. In some embodiments, a taxonomy of phonemes includesphonemes represented by a single letter and/or phonemes represented byone or more combinations of letters. In a particular embodiment, inEnglish, phonemes represented by a single letter include /m/, /k/, /a/,/t/, /u/, /i/, /p/, /d/, /s/, /o/, /e/, /g/, /f/, /n/, /b/, /w/, hi,/y/, /v/, /h/, /j/, /l/, and /z/. In a further particular embodiment, inEnglish, phonemes represented by a combination of letters include /ar/,/ay/, /ie/, /or/, /th/, /air/, /oh/, /ee/, /oo/, /oi/, /ng/, /ear/,/ow/, /sh/, /ue/, /ch/, /er/, /aw/, and /zh/. In some embodiments, ataxonomy of phonemes includes phonemes represented by a symbol. In aparticular embodiment, phonemes represented by a symbol include /

/ (also referred to as schwa). For example, FIG. 3 shows a particularnon-limiting taxonomy of phonemes in the English language includingphonemes represented by a letter. In some embodiments, a taxonomy ofphonemes includes phonemes represented by an image. In furtherembodiments, the image is a photograph, illustration, video, oranimation of, by way of non-limiting examples, an object, event, orsituation, which is associated with the sound of the phoneme. Forexample, FIG. 4 shows a particular non-limiting taxonomy of phonemes inthe English language including phonemes represented by an image.

In some embodiments, a taxonomy of phonemes organizes phonemes intogroups for consonant phonemes and vowel phonemes. In a particularembodiment, in Spanish, consonant phonemes letter include /b/, /ch/,/d/, /f/, /g/, /h/, /k/, /l/, /m/, /n/, /ny/, /p/, /r/, /rr/ (e.g.,rolling “r”), /s/, /t/, /w/, and /y/. In a further particularembodiment, in Spanish, vowel phonemes include /a/, /e/, /i/, /o/, /u/,/ai/, /au/, /ei/, /eu/, /ia/, /ie/, /io/, /iu/, /sh/, /oi/, /ou/, /ua/,/ue/, /ui/ and /uo/.

In some embodiments, the taxonomy of phonemes is comprehensive,classifying all of the phonemes known to a target language. In otherembodiments, the taxonomy of phonemes is partial, classifying a portionof the phonemes known to a target language. In various embodiments, thetaxonomy of phonemes classifies about 10%, 20%, 30%, 40%, 50%, 60%, 70%,80%, 90%, 95%, or 98% of the phonemes known to a target language.

In some embodiments, learning activities are organized according to aninstructional plan based on a taxonomy of phonemes of a target language.In further embodiments, the plurality of activities includes one or moreactivities designed to accomplish one or more educational objectivesrelated to, by way of non-limiting examples, teaching sounds ofphonemes, teaching phonemes in the context of the beginning, middle, andend of words, teaching word families, teaching vocabulary in the contextof a particular environment, teaching vocabulary in the context of aparticular theme, teaching sentence structures, and teaching commonconversational patterns.

Voiceover Audio

The systems, products, programs, and methods described herein provide alanguage immersion teaching environment. Immersion is a method ofteaching a target language in which the target language is optionallyused for instruction, correction, encouragement, and/or navigation inaddition to the content of subject material. Accordingly, the systems,products, programs, and methods described herein include spoken word orvoiceover audio in a target language. In some embodiments, the systems,products, programs, and methods described herein include a softwaremodule for providing voiceover audio. In some embodiments, spoken wordor voiceover audio includes, by way of non-limiting examples, a singlerecorded voice, recorded conversations between two people, recordedconversations between more than two people, animal sounds, naturesounds, singing, chanting, music, and sound effects. In someembodiments, voiceover audio is associated with other media including,by way of non-limiting examples, text, images, video, motion,interactivity, animation, or combinations thereof. In furtherembodiments, the voiceover audio is synchronized with video, motion,interactivity, animation, or combinations thereof.

In some embodiments, spoken word or voiceover audio is used to instructa learner or a mentor to a learner. In further embodiments, spoken wordor voiceover audio is used to explain how to use software modules,content features, and learning activities. In some embodiments, spokenword or voiceover audio is used to correct a learner when they submit anincorrect response to a learning activity. In further embodiments,spoken word or voiceover audio is used to alert the learner of anincorrect response and provide an example of a more correct response. Insome embodiments, spoken word or voiceover audio is used to encourage alearner. In further embodiments, spoken word or voiceover audio is usedto congratulate and praise. In some embodiments, spoken word orvoiceover audio is used to help a learner or a mentor navigate acomputer-based environment. In further embodiments, spoken word orvoiceover audio is used to indicate the function of links, buttons, andother navigational elements.

In some embodiments, spoken word or voiceover audio comprises thesubject matter of one or more learning activities. In furtherembodiments, spoken word or voiceover audio is used to model ordemonstrate the sounds of phonemes in a target language and their properpronunciation. In still further embodiments, spoken word or voiceoveraudio is used to provide practice recognizing phonemes and their soundswithin the beginning, middle, and end of words, and joining the soundsto form words as well as breaking words down into phonemes. In someembodiments, spoken word or voiceover audio is used to model ordemonstrate, by way of non-limiting examples, vocabulary, sentencestructures, and common conversational patterns in a target language.

In light of the disclosure provided herein, those of skill in the artwill recognize that several digital audio formats are available forcomputer-based delivery of spoken word or voiceover audio. Theseinclude, by way of non-limiting examples, uncompressed audio formats,such as WAV, AIFF, AU, and PCM; formats with lossless compression, suchas FLAC, Monkey's Audio, WavPack, Shorten, TTA, ATRAC Advanced Lossless,Apple® Lossless, MPEG-4, and Windows Media® Audio Lossless; and formatswith lossy compression, such as MP3, Vorbis, Musepack, AAC, Real Audio,ATRAC, and Windows Media® Audio Lossy. Audio compression is a form ofdata compression designed to reduce the transmission bandwidthrequirement of digital audio and the storage size of audio files. Audiocompression algorithms are implemented in computer software as audiocodecs (a truncation of compressor-decompressor or coder-decoder). Insome embodiments, spoken word audio is compressed. In furtherembodiments, audio data is compressed with a lossless codec. In stillfurther embodiments, audio data is compressed with a lossless codec tovarying degrees familiar to those of skill in the art. In furtherembodiments, audio data is compressed with a lossy codec. In stillfurther embodiments, audio data is compressed with a lossy codec tovarying degrees familiar to those of skill in the art. In otherembodiments, spoken word audio is uncompressed. In some embodiments,spoken word or voiceover audio is included in video or multimediacontent. In further embodiments, audio is included in media formatsincluding, by way of non-limiting examples, Windows Media Video (WMV),Motion Picture Experts Group (MPEG), Audio Video Interleave (AVI),QuickTime®, Real Media®, Windows Media®, Flash®, Silverlight®, Java™,HTML 5, XHTML 5, and Unity®.

Recording and Comparing Pronunciation

The systems, products, programs, and methods described herein, in someembodiments, further comprise a software module for recording a languagelearner's pronunciation of phonemes and words of a target language andcomparing them to one or more model pronunciations. In some embodiments,the software module for recording a language learner's pronunciationaccesses a microphone associated with the digital processing device. Infurther embodiments, the microphone is integrated with the processingdevice. In other embodiments, the microphone is reversibly, but operablyconnected to the processing device. In still further embodiments, thesoftware module uses APIs of the operating system, a web browser, oranother software application to communicate with a microphone associatedwith the processing device. In some embodiments, the software module isconfigured to allow a learner to upload a previously recordedpronunciation audio or video file. In some embodiments, the softwaremodule for recording a language learner's pronunciation accesses a soundoutput device or speaker associated with the digital processing device.In further embodiments, the sound output device is integrated with theprocessing device. In other embodiments, the sound output device isreversibly, but operably connected to the processing device.

Referring to FIG. 11, in some embodiments, the software module includesfeatures, including GUI elements, associated with recording the voice ofa language learner. In further embodiments, the recording GUI elementsinclude, by way of non-limiting examples, a combined (e.g., modal)start/stop button that activates/deactivates voice recording features,separate start and stop buttons that activate and deactivate voicerecording features, a play button that plays recorded audio, and avolume control. In still further embodiments, the recording GUI elementsinclude a visual sound or voice indicator. In still further embodiments,the visual indicator is, by way of non-limiting examples, a waveformdisplay, an audio levels display, a graphic equalizer display, orcombinations thereof. In some embodiments, recording a pronunciationactivates the visual sound or voice indicator and viewing the indicatorreveals a visual signature of the pronunciation of a phoneme, word,sentence, or conversation.

Continuing to refer to FIG. 11, in some embodiments, the software moduleincludes features, including GUI elements, associated with comparing thevoice of a language learner to a model pronunciation. In furtherembodiments, the comparing GUI elements include, by way of non-limitingexamples, combined or separate start/stop buttons for playing a modelphoneme pronunciation, a model word pronunciation, a model sentence, ora model conversation. In further embodiments, playing modelpronunciation activates a visual sound or voice indicator and viewingthe indicator reveals a visual signature of the pronunciation. In someembodiments, the features associated with recording a learner's voiceare displayed closely in proximity to the features associated withcomparing a recording to a model such that a learner easily playsrecordings of their own voice quickly followed by model pronunciationsto access the similarities and differences. In some embodiments, the GUIelements described herein are utilized by interactions including, forexample, click with a pointing device such as a mouse, trackpad, ortrackball, tap or other gesture with a touchscreen or multitouch screen,keystroke, or voice command.

In some embodiments, the software module for recording a learner'spronunciation and comparing it to one or more model pronunciations isconfigured to provide feedback to a learner or a mentor to a learnerregarding the comparison. In some embodiments, the feedback is adaptedto illustrate the similarities and differences between a learner'spronunciation and a model pronunciation. In further embodiments, thefeedback is a waveform analysis. In still further embodiments, data fromthe visual sound or voice indicator for a learner recording is comparedto that for a model pronunciation. In further embodiments, the feedbackis in the form of a pronunciation score. In still further embodiments, apronunciation score is mathematically generated by the software moduleby comparing one or more digital characteristics of a learner recordingwith those of a model pronunciation.

In light of the disclosure provided herein, those of skill in the artwill recognize that in various embodiments a software module forrecording a language learner's pronunciation of phonemes and words of atarget language and comparing them to one or more model pronunciationsis implemented in a multitude of ways. In some embodiments, the softwaremodule for recording and comparing pronunciations is a featureintegrated into the GUI of the language immersion teaching environmentdescribed herein. In further embodiments, the software module isaccessible by interacting with a link or icon integrated into the GUI ofthe environment. In further embodiments, the software module is in alayer or level above the GUI of the environment. In some embodiments,the software module for recording and comparing pronunciations comprisesa web browser plug-in, add-in, add-on, or extension. In furtherembodiments, a web browser, plug-in, add-in, add-on, or extension isaccessible via, by way of non-limiting examples, click, right click,menu selection, keystroke, touchscreen gesture, or voice command. Insome embodiments, the software module for recording and comparingpronunciations comprises a standalone application, which is a programthat is run as an independent computer process, not an add-on to anexisting process. In further embodiments, a standalone applicationproviding recording and comparison is compiled and executable. In someembodiments, a standalone application is in communication with andadapted for use in conjunction with a language learning activity or alanguage immersion teaching environment, which is implementedseparately. In some embodiments, the software module for recording andcomparing pronunciations comprises a mobile application. In furtherembodiments, a mobile application is in communication with and adaptedfor use in conjunction with a language learning activity or a languageimmersion teaching environment, which is implemented separately.

Translation of Voiceover Audio or Text

The systems, products, programs, and methods described herein include asoftware module for providing translation of voiceover and/or text froma target language to a specified language. In some embodiments, thesoftware module for providing translation of voiceover and/or texttranslates voiceover or text, or both voiceover and text associatedwith, by way of non-limiting examples, instruction, correction,encouragement, navigation, or language learning content. In furtherembodiments, voiceover and/or text is associated with a learningactivity or with a language immersion teaching environment. In someembodiments, the translation is written. In some embodiments, thetranslation is voiced. In other embodiments, the translation is bothwritten and voiced. In some embodiments, the software module providesaccess to written and voiced translation of the most recently playedvoiceover or the most recently displayed text. In other embodiments, thesoftware module maintains a list of recently played voiceovers andrecently displayed text and provides access to written and voicedtranslation of each (see e.g., FIG. 14). In further embodiments, thesoftware module provides ready access to translation of the most recentvoiceover or text and provides, through further interaction, access totranslation of a list of additional recent voiceovers and/or text (seee.g., FIG. 14). In further embodiments, a list of translations of recentvoiceovers, text, or both, includes translations of the most recent 2,3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40, or 50 voiceovers and/or text. Instill further embodiments, translations of voiceover and text areaccessed by interaction with, for example, an image, icon, text, orlink, or other GUI element. In still further embodiments, translationsof voiceover and text are accessed by interactions including, forexample, click with a pointing device such as a mouse, trackpad, ortrackball, tap or other gesture with a touchscreen or multitouch screen,keystroke, or voice command.

In some embodiments, the software module for providing translation ofvoiceover and/or text produces a written translation by selectingappropriate text data from among a collection of stored data. In variousembodiments, text data is stored in formats including, by way ofnon-limiting examples, Rich Text Format (RTF) and TXT. In furtherembodiments, text data is encoded according to Unicode or AmericanStandard Code for Information Interchange (ASCII) standards. In someembodiments, the software module for providing translation of voiceoverand/or text produces a voiced translation by selecting an appropriateaudio data file from among a collection of stored data files. In variousembodiments, audio data is stored in formats including, by way ofnon-limiting examples, MP3, WAV, AIFF, AU, Apple® Lossless, MPEG-4,Windows Media®, Vorbis, AAC, and Real Audio®. In further embodiments,text and audio data files are stored in an electronic repository such asone of the several databases known to the art.

Mentor involvement is often an important factor in the success of alanguage learning activity and often a factor in the overall success ofa language immersion teaching environment. A mentor often providesencouragement and motivation in learning a language, even in cases wherethe mentor is not necessarily fluent or proficient in the targetlanguage. In some embodiments, the software module for providingtranslation of voiceover and/or text is adapted for use by a mentor. Infurther embodiments, the software module is adapted to facilitate amentor's promotion of the educational development of a learner. Infurther embodiments, a mentor selects the specified language into whichthe software module translates voice and text content. In still furtherembodiments, a mentor selects a specified language, for example, by useof a pre-populated menu or by text entry, either within the module or ina separate settings or preferences area of a language immersion teachingenvironment. In various embodiments, the specified language is, by wayof non-limiting examples, English, Spanish, Italian, Portuguese, French,Dutch, Polish, German, Russian, Ukrainian, Mandarin, Wu, Cantonese,Hindi, Punjabi, Bengali, Marathi, Urdu, Arabic, Turkish, Tamil, Farsi,Japanese, Korean, Vietnamese, Thai, Burmese, Malay, Telugu, Javanese,and Tagalog. In some embodiments, a mentor regulates access to thesoftware module. In further embodiments, a mentor turns the softwaremodule on or off. In further embodiments, a mentor configures in whichareas, sections, views, screens, or pages of the environment thesoftware module is available.

Some learners also benefit from the ability to customize their learningexperience. In some embodiments, the software module for providingtranslation of voiceover and/or text is further adapted for use by alearner. In further embodiments, the software module is adapted tofacilitate a learner's ability to customize the degree of immersion inthe environment. In further embodiments, a learner selects the specifiedlanguage into which the software module translates voice and textcontent. In still further embodiments, a learner selects a specifiedlanguage, for example, by use of a pre-populated menu or by text entry,either within the module or in a separate settings or preferences areaof a language immersion teaching environment. In some embodiments, alearner regulates their own access to the software module. In furtherembodiments, a learner turns the software module on or off. In furtherembodiments, a learner configures in which areas, sections, views,screens, or pages of the environment the software module is available.

In some embodiments, the software module for providing translation ofvoiceover and/or text is configurable to provide customization oflearner immersion by optionally translating voiceover and/or text basedon the type, content, or purpose of the voiceover and/or text. Infurther embodiments, the software module is configurable to translateall voiceover and/or text. In still further embodiments, the softwaremodule is optionally configurable to translate voiceover and/or textassociated with content of learning activities. In still furtherembodiments, the software module is optionally configurable to translatevoiceover and/or text associated with instructions for learningactivities. In still further embodiments, the software module isoptionally configurable to translate voiceover and/or text associatedwith navigation within the environment. In still further embodiments,the software module is optionally configurable to translate voiceoverand/or text associated with correction and encouragement of a learner.In still further embodiments, the software module is optionallyconfigurable to translate no voiceover and/or text. In some embodiments,the software module is configurable to translate any combination of thetypes of voiceover and/or text described herein. In further embodimentstranslation of voiceover content is configured separately fromtranslation of text content. In further embodiments, a mentor to alanguage learner configures the types of content translated by themodule. In other embodiments, a learner configures the types of contenttranslated by the module.

In light of the disclosure provided herein, those of skill in the artwill recognize that in various embodiments a software module forproviding translation of voiceover and/or text is implemented in amultitude of ways. In some embodiments, the software module isaccessible from every area, section, view, screen, or page of thelanguage immersion teaching environment described herein. In otherembodiments, the software module is accessible from select areas,sections, views, screens, or pages of the environment. In furtherembodiments, the software module is accessible from areas, sections,views, screens, or pages of the environment including voiceover or textpertaining to, by way of non-limiting examples, instruction, correction,encouragement, navigation, language learning content, or any combinationthereof. In some embodiments, the software module for providingtranslation of voiceover and/or text is a feature integrated into theGUI of the language immersion teaching environment described herein. Infurther embodiments, the software module is accessible by interactingwith a link or icon integrated into the GUI of the environment. Infurther embodiments, the software module is in a layer or level abovethe GUI of the environment.

Referring to FIG. 1, in particular embodiments, a software module forproviding translation is integrated into the language immersion teachingenvironment (see also isolated close-up example in FIG. 12). A writtentranslation of the most recently played voiceover is displayed. In caseswhere the most recently played voiceover is lengthy, the writtentranslation is potentially truncated. Further, a voiced translation ofthe most recently played voiceover is available by interacting with aspeaker icon. Now referring to FIG. 13, in particular embodiments,full-length written and voiced translations of the most recently playedvoiceover are available by clicking on the text. Now referring to FIG.14, in particular embodiments, the software module provides access to alist of written and voiced translations of the several most recentlyplayed voiceovers.

In some embodiments, the software module for providing translation ofvoiceover and/or text comprises a web browser plug-in, add-in, add-on,or extension. In further embodiments, a web browser, plug-in, add-in,add-on, or extension is accessible via, by way of non-limiting examples,click, right click, menu selection, keystroke, touchscreen gesture, orvoice command. In some embodiments, the software module for providingtranslation of voiceover and/or text comprises a standalone application,which is a program that is run as an independent computer process, notan add-on to an existing process. In further embodiments, a standaloneapplication providing translation is compiled and executable. In someembodiments, a standalone application is in communication with andadapted for use in conjunction with a language learning activity or alanguage immersion teaching environment, which is implementedseparately. In some embodiments, the software module for providingtranslation of voiceover and/or text comprises a mobile application. Infurther embodiments, a mobile application is in communication with andadapted for use in conjunction with a language learning activity or alanguage immersion teaching environment, which is implementedseparately.

Monitoring Learner Progress

The systems, products, programs, and methods described herein furthercomprise a software module for monitoring the progress of one or morelanguage learners. In some embodiments, the software module formonitoring learner progress is adapted for use by a mentor to one ormore language learners. In further embodiments, the software module isonly accessible by a mentor. In various embodiments, the software modulefor monitoring learner progress allows a mentor to monitor the progressof, for example, a single learner, a group of learners, or a class oflearners. In further embodiments, the progress of a group or class oflearners is monitored in aggregate. In other embodiments, the progressof a group or class of learners is monitored at the level of individuallearners. In some embodiments, the software module for monitoringlearner progress is adapted for use by a language learner. In furtherembodiments, the software module is accessible by a mentor or a learner.In still further embodiments, the software module for monitoring learnerprogress allows a learner to monitor their own progress. In stillfurther embodiments, the software module for monitoring learner progressallows a learner to compare their progress to the aggregate progress ofa group or class of learners.

In some embodiments, the software module for monitoring language learnerprogress generates an on-screen progress report. In further embodiments,the software module generates a printable progress report. In someembodiments, the software module reports the names of each languagelearning activity assigned. In some embodiments, the software modulereports the names of each language learning activity completed. In someembodiments, the software module for monitoring learner progress reportsthe number of learning activities completed. In further embodiments, thesoftware module reports the percentage of activities completed within aspecific group of activities. In still further embodiments, the softwaremodule reports the number of times each activity has been completed by alearner. In various embodiments, the software module reports, forexample, the date of assignment for each learning activity, the date ofcompletion for each learning activity, the difficulty of each learningactivity, and the number of days past due for each learning activity. Insome embodiments, the software module reports the educational objectivesachieved. In further embodiments, the educational objectives achievedare reported in conjunction with the objectives of an instructional planor the objectives in a published educational standard. In someembodiments, the software module reports learner progress within anoverall instructional plan or published educational standard. In someembodiments, the software module for monitoring learner progressidentifies learning activities assigned as independent work. In furtherembodiments, the software module allows monitoring of independentactivities separately from other activities. In some embodiments thereport is available in a language specified by a mentor to a languagelearner. In further embodiments, a mentor specifies a language for thereport from among a list of available languages such as those describedherein.

Referring to FIG. 15, in particular embodiments, the software module formonitoring learner progress organizes information about learner progressbased on a plurality of categories of educational objectives. Nowreferring to FIG. 16, in particular embodiments, the software module formonitoring learner progress reports information regarding each learningactivity that teaches toward each category of educational objectives. Infurther embodiments, the software module reports whether each activityhas been completed and how many times it has been completed.

In light of the disclosure provided herein, those of skill in the artwill recognize that in various embodiments a software module formonitoring the progress of one or more language learners is implementedin a multitude of ways. In some embodiments, the software module formonitoring the progress of one or more learners is a feature integratedinto the GUI of the language immersion teaching environment describedherein. In some embodiments, the software module is accessible fromevery area, section, view, screen, or page of the language immersionteaching environment described herein. In other embodiments, thesoftware module is accessible from select areas, sections, views,screens, or pages of the environment. In further embodiments, thesoftware module is accessible by interacting with a link or iconintegrated into the GUI of the environment. In further embodiments, thesoftware module is in a layer or level above the GUI of the environment.In some embodiments, the software module for monitoring learner progresscomprises a web browser plug-in, add-in, add-on, or extension. Infurther embodiments, a web browser, plug-in, add-in, add-on, orextension is accessible via, by way of non-limiting examples, click,right click, menu selection, keystroke, touchscreen gesture, or voicecommand. In some embodiments, the software module for monitoring learnerprogress comprises a standalone application, which is a program that isrun as an independent computer process, not an add-on to an existingprocess. In further embodiments, a standalone application monitoringlearner progress is compiled and executable. In some embodiments, astandalone application is in communication with and adapted for use inconjunction with a language learning activity or a language immersionteaching environment, which is implemented separately. In someembodiments, the software module for monitoring learner progresscomprises a mobile application. In further embodiments, a mobileapplication is in communication with and adapted for use in conjunctionwith a language learning activity or a language immersion teachingenvironment, which is implemented separately.

Rewarding Learners

The systems, products, programs, and methods described herein furthercomprise a software module for rewarding a learner for completing anactivity. In some embodiments, the software module creates a virtualeconomy. A virtual economy is a system designed to encourage productiveactivity by awarding units. Anything that is visible and countable canbe used as a unit. In an effective virtual economy, individuals receiveunits immediately after completing learning activities and the units arecollected and later exchanged for a meaningful object or privilege. Infurther embodiments of the systems, products, programs, and methodsdisclosed herein, the virtual economy comprises one or more unitsawarded for completing an activity and one or more stores for spendingawarded units on virtual items used in the language immersion teachingenvironment.

In some embodiments, units awarded for completing an activity arerepresented as virtual objects including, by way of non-limitingexamples, coins, currency, gold bars, diamonds, jewels, or treasure. Insome embodiments, units awarded for completing an activity arerepresented as abstractions including, by way of non-limiting examples,points, stars, hearts, smiley faces, or lightning bolts. In someembodiments, units awarded for completing an activity are represented asmeasures of qualities or attributes including, by way of non-limitingexamples, strength, power, or life. In additional embodiments, thenumber of units awarded for completing an activity varies based oncircumstances including, by way of non-limiting examples, performance inthe activity, time spent on the activity, difficulty of the activity, orthe number of times the learner has completed the activity. In oneembodiment, the software module for rewarding a learner awards doubleunits for completing an activity a fifth or subsequent time.

In some embodiments, the units are represented as virtual tickets. Insome of these embodiments, the number of tickets awarded for completingan activity varies by the level of effort or time that the activityrequires. In further embodiments, the virtual tickets are represented asdispensed from a virtual machine. In still further embodiments, thevirtual ticket machine displays the number of tickets awarded for thelast completed activity as well as the total number of ticketscollected.

In some embodiments, the software module for rewarding a learner forcompleting an activity further includes a system for exchanging tickets.In some embodiments, tickets are exchanged to unlock or gain access tonew learning activities. In some embodiments, tickets are exchanged fornon-virtual merchandise. In some of these embodiments, the non-virtualmerchandise includes, by way of non-limiting examples, clothing,posters, music, videos, desktop images, and ringtones. In otherembodiments, tickets are exchanged for virtual items used in thelanguage immersion teaching environment.

In some embodiments, tickets are exchanged for virtual items used in thelanguage immersion teaching environment in one or more interactivevirtual stores. In some embodiments, access to one or more stores isprovided via a virtual shopping center that lists open stores, displaysthe number of tickets the learner earned that day, and the total numberof tickets the learner has collected. In further embodiments, thevirtual items used in the language immersion teaching environmentinclude, by way of non-limiting examples, items to customize an avatar,virtual pets, and emoticons, which are icons representing emotion,usually used to express mood. In additional embodiments, the virtualitems used in the language immersion teaching environment include skinsfor the GUI of the environment and themes for the GUI of theenvironment.

Digital Processing Device

The systems, products, programs, and methods described herein include adigital processing device. The digital processing device includes one ormore hardware central processing units (CPU) that carry out the device'sfunctions. The digital processing device further comprises an operatingsystem configured to perform executable instructions. In someembodiments, the digital processing device further comprises a memorydevice, a display, an input device, and optionally a sound outputdevice. In some embodiments, the digital processing device is connectedto the Internet such that it accesses the World Wide Web. In otherembodiments, the digital processing device is connected to an intranet.In other embodiments, the digital processing device is connected to adata storage device. In some embodiments, the digital processing deviceis a non-portable device, such as a server or a desktop computer. Inother embodiments the digital processing device is a portable device,such as a laptop or tablet computer. In other embodiments the digitalprocessing device is a mobile device, such as a smartphone or digitalmusic player.

The digital processing device includes an operating system configured toperform executable instructions. The operating system is, for example,software, including programs and data, which manages the device'shardware and provides services for execution of applications. Those ofskill in the art will recognize that suitable personal computeroperating systems include, by way of non-limiting examples, Microsoft®Windows®, Apple® Mac OS X®, UNIX®, and UNIX-like operating systems suchas GNU/Linux®. In some embodiments, the operating system is provided bycloud computing. Those of skill in the art will also recognize thatsuitable mobile smart phone operating systems include, by way ofnon-limiting examples, Nokia® Symbian® OS, Apple® iOS®, Research InMotion® BlackBerry OS®, Google® Android®, Microsoft® Windows Phone® OS,Microsoft® Windows Mobile® OS, Linux®, and Palm® WebOS®.

In some embodiments, the digital processing device includes a memorydevice. The memory is one or more physical apparatus used to store dataor programs on a temporary or permanent basis. In some embodiments, thememory is volatile and requires power to maintain stored information. Insome embodiments, the memory is non-volatile and retains storedinformation when the digital processing device is not powered.

In some embodiments, the digital processing device includes a visualdisplay. In some embodiments, the display is a cathode ray tube (CRT).In some embodiments, the display is a liquid crystal display (LCD). Infurther embodiments, the display is a thin film transistor liquidcrystal display (TFT-LCD). In some embodiments, the display is a plasmadisplay. In other embodiments, the display is a video projector. Instill further embodiments, the display is a combination of devices suchas those disclosed herein.

In some embodiments, the digital processing device includes an inputdevice. In some embodiments, the input device is a keyboard or keypad.In some embodiments, the input device is a pointing device including, byway of non-limiting examples, a mouse, trackball, track pad, joystick,game controller, or stylus. In some embodiments, the input device is atouch screen or a multi-touch screen. In other embodiments, the inputdevice is a microphone to capture voice or other sound input. In otherembodiments, the input device is a video camera to capture motion orvisual input. In still further embodiments, the input device is acombination of devices such as those disclosed herein.

In some embodiments, the digital processing device optionally includes asound output device. In some embodiments, the sound output device is apair of headphones, earphones, or ear buds. In some embodiments, thesound output device is an electro-acoustic transducer or loudspeaker. Infurther embodiments, the sound output device is a flat panelloudspeaker, a ribbon magnetic loudspeaker, or a bending waveloudspeaker. In other embodiments, the sound output device is apiezoelectric speaker. In still further embodiments, the sound outputdevice is a combination of devices such as those disclosed herein.

In accordance with the description provided herein, suitable digitalprocessing devices include, by way of non-limiting examples, servercomputers, desktop computers, laptop computers, notebook computers,tablet computers, netbook computers, smartbook computers, subnotebookcomputers, ultra-mobile PCs, handheld computers, personal digitalassistants, Internet appliances, smartphones, music players, andportable video game systems. Those of skill in the art will recognizethat many mobile smartphones are suitable for use in the systemdescribed herein. Suitable tablet computers include those with booklet,slate, and convertible configurations, known to those of skill in theart. Suitable portable video game systems include, by way ofnon-limiting examples, Nintendo DS™ and Sony® PSP™.

Computer Network

The systems, products, programs, and methods disclosed herein include adigital processing device that is optionally connected to a computernetwork. A computer network is a collection of computers and/or devicesinterconnected by communications channels that facilitate communicationsamong users and allow users to share resources. In view of thedisclosure provided herein, the computer network is created bytechniques known to those of skill in the art using hardware, firmware,and software known to the art. In some embodiments, the computer networkis a private network such as an intranet. In some embodiments, thecomputer network is the Internet. In further embodiments, the Internetprovides access to the World Wide Web and the computer program and/ormobile application is provided to the digital processing device via theWeb. In still further embodiments, the Internet provides access to theWorld Wide Web and the computer program and/or mobile application isprovided to the digital processing device via cloud computing. In otherembodiments, the computer network comprises data storage devicesincluding, by way of non-limiting examples, CD-ROMs, DVDs, flash memorydevices, solid state memory, magnetic disk drives, magnetic tape drives,optical disk drives, cloud computing systems and services, and the like.In further embodiments, the computer program and/or mobile applicationis provided to the digital processing device via a data storage device.

Computer Readable Medium

In some embodiments, the systems, products, programs, and methodsdisclosed herein include one or more computer readable media encodedwith a program including instructions executable by the operating systemof an optionally networked digital processing device. In furtherembodiments, a computer readable medium is a tangible component of adigital processing device. In still further embodiments, a computerreadable medium is optionally removable from a digital processingdevice. In some embodiments, a computer readable medium includes, by wayof non-limiting examples, CD-ROMs, DVDs, flash memory devices, solidstate memory, magnetic disk drives, magnetic tape drives, optical diskdrives, cloud computing systems and services, and the like.

Computer Program

The systems, products, programs, and methods disclosed herein include atleast one computer program. The computer program includes a sequence ofinstructions, executable in the digital processing device's CPU, writtento perform a specified task. Those of skill in the art will recognizethat the computer program may be written in various versions of variouslanguages. In some embodiments, the computer program comprises onesequence of instructions. In some embodiments, the computer programcomprises a plurality of sequences of instructions. In some embodiments,the computer program is delivered from one location. In otherembodiments, the computer program is delivered from a plurality oflocations. In some embodiments, the computer program is delivered from acloud computing service. In various embodiments, the computer programcomprises, in part or in whole, one or more web applications, one ormore mobile applications, one or more standalone applications, one ormore web browser plug-ins, extensions, add-ins, or add-ons, orcombinations thereof.

Web Application

In some embodiments, the computer program includes a web applicationwritten in one or more markup languages, style languages, client-sidescripting languages, server-side coding languages, or combinationsthereof. In some embodiments, the computer program is written to someextent in a markup language such as Hypertext Markup Language (HTML),Extensible Hypertext Markup Language (XHTML), or eXtensible MarkupLanguage (XML). In some embodiments, the computer program is written tosome extent in a style language such as Cascading Style Sheets (CSS). Insome embodiments, the computer program is written to some extent in aclient-side scripting language such as Asynchronous Javascript and XML(AJAX), Actionscript, Javascript, or Silverlight®. In some embodiments,the computer program is written to some extent in a server-side codinglanguage such as Active Server Pages (ASP), ColdFusion®, Perl, Java™,Hypertext Preprocessor (PHP), Python™, and Ruby. In some embodiments,the computer program utilizes a web framework such as Ruby on Rails(RoR) or .NET. In some embodiments, the computer program is written tosome extent in a query language such as Structured Query Language (SQL).In some embodiments, the computer program utilizes a database systemsuch as Microsoft® SQL Server, mySQL™, and Oracle®.

In some embodiments, the language immersion teaching environment isimplemented as a web application. In further embodiments, the learningactivities associated with a target language are implemented as part ofa web application. In further embodiments, the software module forproviding voiceover audio is part of a web application. In furtherembodiments, the software module for recording a learner's pronunciationand comparing it to one or more model pronunciations is part of a webapplication.

Mobile Application

In some embodiments, the computer program includes a mobile applicationprovided to a mobile digital processing device. In some embodiments, themobile application is provided to a mobile digital processing device atthe time it is manufactured. In other embodiments, the mobileapplication is provided to a mobile digital processing device via thecomputer network described herein.

In view of the disclosure provided herein, the mobile application iscreated by techniques known to those of skill in the art using hardware,languages, and development environments known to the art. Those of skillin the art will recognize that mobile applications are written inseveral languages. Suitable programming languages include, by way ofnon-limiting examples, C, C++, C#, Objective-C, Java™, Javascript,Pascal, Object Pascal, Python™, Ruby, VB.NET, WML, and XHTML/HTML withor without CSS, or combinations thereof.

Those of skill in the art will also recognize that mobile applicationdevelopment environments are available from several sources.Commercially available development environments include, by way ofnon-limiting examples, AirplaySDK, alcheMo, Appcelerator®, Celsius,Bedrock, Flash Lite, .NET Compact Framework, Rhomobile, and WorkLightMobile Platform. Other development environments are available withoutcost including, by way of non-limiting examples, Lazarus, MobiFlex,MoSync, and Phonegap. Also, mobile device manufacturers distributesoftware developer kits including, by way of non-limiting examples,iPhone® and iPad® (iOS) SDK, Android™ SDK, BlackBerry® SDK, BREW SDK,Palm® OS SDK, Symbian SDK, webOS SDK, and Windows® Mobile SDK.

Those of skill in the art will recognize that several commercial forumsare available for distribution of mobile applications including, by wayof non-limiting examples, Apple® App Store, Android™ Market, BlackBerry®App World, App Store for Palm devices, App Catalog for webOS, Windows®Marketplace for Mobile, Ovi Store for Nokia® devices, Samsung® Apps, andNintendo® DSi Shop.

In some embodiments, the language immersion teaching environment isimplemented as a mobile application. In further embodiments, thelearning activities associated with a target language are implemented asone or more mobile applications. In some embodiments, the softwaremodule for providing voiceover audio is implemented as a mobileapplication. In some embodiments, the software module for recording alearner's pronunciation and comparing it to one or more modelpronunciations is implemented as a mobile application.

Standalone Application

In some embodiments, the computer program includes a standaloneapplication, which is a program that is run as an independent computerprocess, not an add-on to an existing process, e.g. not a plug-in. Thoseof skill in the art will recognize that standalone applications areoften compiled. A compiler is a computer program(s) that transformssource code written in a programming language into binary object codesuch assembly language or machine code. Suitable compiled programminglanguages include, by way of non-limiting examples, C, C++, Objective-C,COBOL, Delphi, Eiffel, Java™, Lisp, Visual Basic, and VB .NET, orcombinations thereof. Compilation is often performed, at least in part,to create an executable program. In some embodiments, the computerprogram includes one or more executable complied applications.

In some embodiments, the language immersion teaching environment isimplemented as a standalone application. In further embodiments, thelearning activities associated with a target language are implemented asone or more standalone applications. In some embodiments, the softwaremodule for providing voiceover audio is implemented as a standaloneapplication. In some embodiments, the software module for recording alearner's pronunciation and comparing it to one or more modelpronunciations is implemented as a standalone application.

Web Browser Plug-In

In some embodiments, the computer program includes a web browserplug-in. In computing, a plug-in is one or more software components thatadd specific functionality to a larger software application. Makers ofsoftware applications support plug-ins to enable third-party developersto create abilities which extend an application, to support easilyadding new features, and to reduce the size of an application. Whensupported, plug-ins enable customizing the functionality of a softwareapplication. For example, plug-ins are commonly used in web browsers toplay video, generate interactivity, scan for viruses, and displayparticular file types. Those of skill in the art will be familiar withseveral web browser plug-ins including, Adobe® Flash® Player, Microsoft®Silverlight®, and Apple® QuickTime®. In some embodiments, the toolbarcomprises one or more web browser extensions, add-ins, or add-ons. Insome embodiments, the toolbar comprises one or more explorer bars, toolbands, or desk bands.

In view of the disclosure provided herein, those of skill in the artwill recognize that several plug-in frameworks are available that enabledevelopment of plug-ins in various programming languages, including, byway of non-limiting examples, C++, Delphi, Java™, PHP, Python™, and VB.NET, or combinations thereof.

Web browsers (also called Internet browsers) are software applications,designed for use with network-connected digital processing devices, forretrieving, presenting, and traversing information resources on theWorld Wide Web. Suitable web browsers include, by way of non-limitingexamples, Microsoft® Internet Explorer®, Mozilla® Firefox®, Google®Chrome, Apple® Safari®, Opera Software® Opera®, and KDE Konqueror. Insome embodiments, the web browser is a mobile web browser. Mobile webbrowsers (also called mircrobrowsers, mini-browsers, and wirelessbrowsers) are designed for use on mobile digital processing devicesincluding, by way of non-limiting examples, handheld computers, tabletcomputers, netbook computers, subnotebook computers, smartphones, musicplayers, personal digital assistants (PDAs), and handheld video gamesystems. Suitable mobile web browsers include, by way of non-limitingexamples, Google® Android® browser, RIM BlackBerry® Browser, Apple®Safari®, Palm® Blazer, Palm® WebOS® Browser, Mozilla® Firefox® formobile, Microsoft® Internet Explorer® Mobile, Amazon® Kindle® Basic Web,Nokia® Browser, Opera Software® Opera® Mobile, and Sony® PSP™ browser.

In some embodiments, the software module for providing voiceover audiois implemented as a web browser extension, plug-in, add-in, or add-on.In some embodiments, the software module for recording a learner'spronunciation and comparing it to one or more model pronunciations isimplemented as a web browser extension, plug-in, add-in, or add-on.

Software Modules

The systems, products, programs, and methods disclosed herein include,in various embodiments, software, server, and database modules. In viewof the disclosure provided herein, the software modules are created bytechniques known to those of skill in the art using machines, software,and languages known to the art. In some embodiments, the softwaremodules are in one computer program or application. In otherembodiments, the software modules are in more than one computer programor application. In some embodiments, the software modules are hosted onone machine. In other embodiments, the software modules are hosted onmore than one machine. In some embodiments, the software modules arehosted on one or more machines in one location. In other embodiments,the software modules are hosted on one or more machines in more than onelocation.

EXAMPLES

The following illustrative examples are representative of embodiments ofthe systems, products, programs, and methods described herein and arenot meant to be limiting in any way.

Example 1

The parents of a 5-year-old boy in Taiwan would like him to learn tospeak, read, and write English. The boy and his parents are fluent inseveral dialects of Chinese, but are not proficient in English. Theboy's parents provide him access to a web application that offers overone hundred interactive learning activities. The boy accesses the webapplication on his laptop computer that is connected to the World WideWeb. The learning activities are designed to engage young learners andinclude interactive formats such as chants, songs, and books forteaching English. The web application is an immersion teachingenvironment; therefore, the language learning activities include text,images, animation, video, and audio content in English and also useEnglish to deliver instructions, navigational cues, praise, andcorrection. The young English learner is asked to spend twenty minutes aday, after his regular school homework is complete, playing andexperimenting in this immersive English environment.

A majority of the learning activities in the immersion teachingenvironment are based on a taxonomy of phonemes identifying andclassifying sounds of the English language. Each learning activity isdesigned to teach one or more phonemes. The learning activities are alsoorganized according to an instructional plan designed by a team ofprofessional instructional designers. The learning activities, organizedaccording to the plan, teach a specific progression of educationalobjectives. Young learners participating in activities are first exposedto the phonemes and their sounds. Second they learn phonemes in thecontext of the beginning, middle, and end of words. Third, the learningactivities focus on teaching word families followed by teachingvocabulary in the context of a particular environments and particulartheme. Fourth, the learning activities focus on teaching sentencestructures, and finally, on teaching common conversational patterns.

As a beginning English learner, the boy enjoys listening to chants andsongs that frequently repeat English phonemes and the phonemes in thecontext of simple English words. After a few days, the boy tries aninteractive book with text and voiceover in English. He learns quicklybecause the English voiceover is synchronized with images and texthighlighting so the boy can connect sounds with words and concepts.

Example 2

Referring to the family in Example 1, the boy's parents observe hisdaily English studies intently. Because they do not speak or understandmuch English themselves, they decide to use a software module fortranslation of the text and voiceover in the learning activities of theenvironment from English to Mandarin. They download a mobile applicationassociated with the language immersion teaching environment from anonline application store and install it onto an Apple iPhone®. Themobile application communicates with the web application and allows themto listen to the content and instructions of each activity in which theboy participates. The boy's parents form a favorable opinion of theboy's English studies.

Example 3

Referring to the boy in Example 2, after several days of play andexperimentation, he decides to try pronouncing English words. The boyuses a software module that is integrated into the GUI of each learningactivity to record his voice and compare it to model pronunciations ofeach word used. The boy clicks to play one of his favorite interactivebooks. He has watched and listened to the book several times, but thistime, he clicks a record button, which activates a recording module thataccesses the microphone on his Microsoft Windows laptop. They boy findsit fun to record his voice, listen to his words, and then immediatelyclick a button to compare his voice to that of a native English speakerpronouncing each word.

Example 4

Referring to the family in Example 3, the boy's parents observe that heis spending more time with the English learning activities and theactivities have begun to demonstrate sentences and even conversations.After 4 weeks, the boy's parents decide to consult a software module formonitoring his progress and performance. The software module is aseparate standalone application that they install on their privatedesktop computer that is not available to their child. The standaloneapplication communicates with the web application and generates areport. They see that their son has completed 43 activities, some morethan 6 times each. They can also see from the report that the boy hasachieved 76% of the educational objectives in the first of four Englishlearning units, which is 12% of the overall instructional plan.

What is claimed is:
 1. A computer-based language immersion teachingsystem for learners aged about 3 to about 10 years comprising: (a) adigital processing device that is optionally connected to a computernetwork, wherein said processing device comprises an operating systemconfigured to perform executable instructions; and (b) a computerprogram, provided to said digital processing device, includingexecutable instructions that create a language immersion teachingenvironment, wherein said environment comprises a plurality of learningactivities associated with a target language; wherein said plurality ofactivities comprises: i) at least one learning activity based on ataxonomy of phonemes; ii) at least one learning activity selected from:songs, chants, books, poems, puzzles, games, art activities, andprintable activities; iii) voiceover audio in said target language; andiv) a software module for recording said learner's pronunciation andcomparing it to one or more model pronunciations.
 2. The computer-basedsystem of claim 1, wherein said learning activities are organizedaccording to an instructional plan based on a taxonomy of phonemes ofsaid target language, wherein said instructional plan is designed toaccomplish one or more specific educational objectives in said targetlanguage.
 3. The computer-based system of claim 2, wherein saidorganization creates a progression of educational objectives comprisingteaching phoneme sounds, phoneme sounds in the context of the beginning,middle, and end of words, word families, vocabulary in the context ofenvironments or themes, sentence structures, and common conversationalpatterns.
 4. The computer-based system of claim 1, wherein said targetlanguage is one or more of: English, Spanish, Italian, Portuguese,French, Dutch, Polish, German, Russian, Ukrainian, Mandarin, Wu,Cantonese, Hindi, Punjabi, Bengali, Marathi, Urdu, Arabic, Turkish,Tamil, Farsi, Japanese, Korean, Vietnamese, Thai, Burmese, Malay,Telugu, Javanese, and Tagalog.
 5. The computer-based system of claim 4,wherein said target language is English.
 6. The computer-based system ofclaim 1, wherein said taxonomy of phonemes includes phonemes representedby a single letter and phonemes represented by one or more combinationsof letters.
 7. The computer-based system of claim 1, wherein saidtaxonomy of phonemes includes phonemes represented by an image.
 8. Thecomputer-based system of claim 1, wherein said plurality of activitiesincludes activities designed to accomplish one or more educationalobjectives related to teaching sounds of phonemes and teaching phonemesin the context of the beginning, middle, and end of words.
 9. Thecomputer-based system of claim 1, wherein said plurality of activitiesincludes activities designed to accomplish one or more educationalobjectives related to teaching one or more word families.
 10. Thecomputer-based system of claim 1, wherein said plurality of activitiesincludes activities designed to accomplish one or more educationalobjectives related to teaching vocabulary in the context of a particularenvironment or theme.
 11. The computer-based system of claim 1, whereinsaid plurality of activities includes activities designed to accomplishone or more educational objectives related to teaching sentencestructures and common conversational patterns.
 12. The computer-basedsystem of claim 1, wherein said software module for recording saidlearner's pronunciation and comparing it to one or more modelpronunciations is configured to provide visual feedback in the form ofwaveform analysis.
 13. The computer-based system of claim 1, whereinsaid software module for recording said learner's pronunciation andcomparing it to one or more model pronunciations is configured toprovide feedback in the form of a pronunciation score.
 14. Thecomputer-based system of claim 1, further comprising a software modulefor translation of voiceover, text, or voiceover and text from saidtarget language to a specified language.
 15. The computer-based systemof claim 14, wherein said software module for translation of voiceover,text, or voiceover and text is adapted to facilitate said mentor infurthering the educational development of said learner.
 16. Thecomputer-based system of claim 15, wherein access to said softwaremodule for providing translation of voiceover, text, or voiceover andtext is regulated by said mentor.
 17. The computer-based system of claim15, wherein said specified language is selected by said mentor.
 18. Thecomputer-based system of claim 1, further comprising a software modulefor monitoring the progress of each said learner, wherein said modulereports one or more of: activities completed, educational objectivesachieved, and progress within the overall instructional plan. 19.Computer readable media encoded with a computer program includinginstructions executable by the operating system of a digital processingdevice, wherein said instructions create a language immersion teachingenvironment for learners aged about 3 to about 10 years, wherein saidenvironment comprises a plurality of learning activities associated witha target language; wherein said plurality of activities comprises: (a)at least one learning activity based on a taxonomy of phonemes; (b) atleast one learning activity selected from: songs, chants, books, poems,puzzles, games, art activities, and printable activities; (c) voiceoveraudio in said target language; and (d) a software module for recordingsaid learner's pronunciation and comparing it to one or more modelpronunciations.
 20. A computer-implemented language immersion teachingmethod for learners aged about 3 to about 10 years comprising the stepof: (a) providing executable instructions to a digital processing devicecomprising an operating system configured to perform executableinstructions, to create a language immersion teaching environment,wherein said environment comprises: i) a plurality of learningactivities associated with a target language, wherein at least onelearning activity is based on a taxonomy of phonemes, wherein at leastone learning activity selected from: songs, chants, books, poems,puzzles, games, art activities, and printable activities; ii) aninstructional plan organizing said activities, wherein said organizationcreates a progression of educational objectives comprising teachingphoneme sounds, phonemes in the context of the beginning, middle, andend of words, word families, vocabulary in the context of environmentsor themes, sentence structures, and common conversational patterns; iii)voiceover audio in said target language; and iv) a software module forrecording said learner's pronunciation and comparing it to one or moremodel pronunciations.